We are seeking an outstanding and enthusiastic Primary Teacher to join our vibrant and dynamic Primary School Our client is a large, coeducational School in the Western Suburbs of Melbourne that has provided a fantastic school community environment for many years. The school has grown rapidly over the past several years, and they are looking for a dedicated and passionate Primary School Teacher to join their team. This schools mission is to recognise the individuality of each person, and have that reflected in its teaching. Because of this, student numbers are growing, as is the need for high calibre staff, in particular an experienced Primary Teacher. To secure this role you must be able to demonstrate the following: -

The ability to drive excellent student outcomes

Prior experience teaching primary age students

Fantastic classroom management skills

Excellent communication and presentation skills

Eager to take on extra-curricular activities and "get involved" with the school community

Diversity plays a major part in this school and therefore respect for all values and cultures that may be different to your own is essential. This is a successful and growing school with excellent facilities, who provide children with a high-quality level of education. If you have the experience we are looking for, please forward you up-to-date Resume and cover letter today quoting reference number 200012083 or call Dee on 03 8554 2010

The client & RoleOur client has a strong history and high competency levels in providing and delivering high quality services to schools in systems and critical incidence planning. They are now looking for experienced social workers or Psychologists to expand their team. The successful applicants will be providing support to the school systems working in a supportive environment with school leaders to improve their system's responses.

Hi, we are looking for an after school nanny for 9 year old twin boys from 330/4pm to 630pm on Tuesdays Wednesdays and Thursdays. Duties include:-meeting the kids at home or picking them up from school if its raining (in Yarraville)-preparing the kids an after school snack-taking them to after school activities-preparing dinner for the family (hello fresh recipes and food)You will need to be full of energy to keep up with the boys who love to be outside playing sports. All of our nanny's so far have been university students studying teaching, early childhood or nursing so are use to working around placements.

Melbourne

Our client and provider are well established Aged care providers that pride themselves on delivering exceptional service and quality care to their patients and clients at all times.This provider is seeking entry level PCA workers who are highly motivated and new to the industry to join their team and play an integral part in the growth and development of their services.Your role as a PCA will include but is not limited to:

Personal Care

Provide social and emotional support

Assist with activities of daily living

Encouraging their social well being

Develop and documenting the residents care plans accordingly

Please note: Due to the high demand of Carers required across the industry we are screening for both qualified/ready to work candidates and those seeking Career pathway programs.For those that are willing to obtain a qualification our Career Pathway Program can assist you. This is a great opportunity for those who want to get qualified and engage in a more rewarding career via Work Placement and a completion of a qualification.If you would like to seize this great opportunity, please press APPLY NOW!

Legal Eagles is a specialist legal support agency that is partnered with various top-tier, mid-tier and boutique law firms and we are currently seeking expression of interests from junior to senior level Legal Assistants, Secretaries and Paralegals to join their teams on a permanent full-time basis.

THE ROLE

As a Legal Assistant or Paralegal, some of your duties and responsibilities will include:

Diary, and email management

Draft and amend legal documents and general correspondence

Prepare briefs to counsel

Liaise with clients, other lawyers and the courts

File management

General administrative tasks

ABOUT YOU

To be successful in the position, you will have a genuine passion in the legal industry and have the following:

A minimum of 12 months secretarial experience in a law firm

Professional presentation and exceptional communication skills

Advanced MS Office skills and exposure to IT systems/software

High organisational skills and the ability to meet multiple deadlines

Positive and proactive attitude

WHAT’S IN IT FOR YOU?

Genuine opportunities for you to progress your career in a reputable law firm

On-going mentoring, training and professional development provided

Attractive salary package on offer, depending on experience

If you are looking to expand your knowledge in other areas of law and be involved in interesting matters to progress your legal career, express your interest today!

TO APPLY

To be considered for this position, click ‘Apply For This Job’ and submit your CV. For more information, contact Stephanie Lim on 03 8602 7405 or email stephanie@legaleagles.careers

Are you seeking to develop your career in the education sector? Randstad Education have an online, free registration process and offer above award pay rates. You can develop your career working with children aged 5-12 in a fun, active and engaging environment. Whether you are studying or qualified, you'll maintain a healthy work life balance, choosing your days of availability. Apply now!

If you are qualified or studying towards one of the below qualifications, and you are available to work for at least three months, we want to hear from you!

Studying or Qualified in Education (Early Years, Primary or Secondary)

Studying or Qualified in Certificate III or Diploma in Children's Services

Teaching Assistants

Qualified in Youth Work

Post-secondary qualifications in the fields of health or allied health

Paid (employee status) Working with Children Check or VIT Registration Card or willingness to apply

Available for at least 2 afternoon shifts per week (shifts available between 7am-9am and/or 2pm-6pm in the working week)

Excellent communication skills

Preferably previous experience working with children aged 5-12

If you have or are willing to apply for your Police Check, First Aid, Anaphylaxis, Asthma (3 years validity) and/or CPR and EpiPen (12 months validity) you will increase the amount of services you can work at. We have partnerships with organisations that can provide a discount on First Aid and Police Checks if you do not have these yet, these costs are also tax deductible.

If you believe you meet the requirements listed above, apply by clicking the 'Apply' button where applicable. Please note, only successful candidates will be contacted.

We look forward to hearing from you soon.

At Randstad, we are passionate about providing equal employment opportunities and embracing diversity to the benefit of all. We actively encourage applications from any background.

Full Time, Fixed Term 86 hours per fortnight (August 2019 to February 2020)

For a great place to learn and work GO EAST! #DocsGoEast

Diverse and engaging career opportunities

Friendly & supportive team

Flexible working hours

Salary packaging options

Career progression in our teaching hospitals

Eastern Health CYMHS provides specialist mental health services to the children and youth of the Central and Outer East of Melbourne. The service includes five community teams, an adolescent inpatient unit and day program. With links to both Monash and Deakin Universities, the service is a centre of clinical, training and research excellence.

Applications are invited from eligible medical practitioners for the position of Advanced Trainee in Child and Adolescent Psychiatry. Successful applicants will have completed basic training in psychiatry (RANZCP) or paediatrics (RACP - Paediatrics) and be eligible for enrolment in the two year advanced training with the Victorian Child Psychiatry Training Program - Mindful.

Supervised clinical practice experience will be gained in specialist multidisciplinary community and inpatient settings. There is also opportunity for clinical research and supervision in management and leadership in psychiatry.

Eastern Health is the largest public health provider in the eastern suburbs, providing a comprehensive range of high quality acute, sub-acute, palliative care, mental health, drug and alcohol, residential care and community health services to people and communities that are diverse in culture, age, socio-economic status, population and healthcare needs.

If you have the ability and drive to make a difference take hold of this opportunity and apply today!

For full details refer to the attached Position Description. For any queries please contact the Manager directly.

You must have the right to permanently live and work in Australia to apply for this job.

Reservoir Primary has an enrolment of approximately 350 students from diverse cultural and socioeconomic backgrounds. Our values of Respect, Responsibility, Acceptance, Resilience and Personal Excellence form the basis for our school culture.

Our facilities provide large, flexible learning spaces within an attractive environment: Grounds are in excellent condition, combining spacious grassed areas as well as artificial surfaces, providing safe, all-weather playing spaces. Every classroom has an interactive whiteboard installed. The use of technology is considered to be an essential component of school life; this is reflected in the ready access students have to laptops and iPads and additional technology hardware.

The well-resourced teaching areas share communal and breakout spaces between classrooms; adding to the flexibility and enabling students to work cooperatively together. An Out of School Hours Care program operates before and after school.

An open and consultative management approach promotes a shared and collaborative approach to provision of an ongoing, quality learning environment. Student learning is at the heart of Reservoir Primary School. We are committed to continual improvement in student learning, and a strong culture of teacher professional development. Teachers work in teams to develop educational programs that cater for the diverse needs of our students.

There is an expectation that all students will learn; teacher efficacy is pivotal in ensuring this happens. The continued focus on improving student learning in the core areas of Literacy and Numeracy is based on assessment, the use of data, and planning for individualised student learning. Students have a record of high achievements.

Specialist areas include Visual Arts, Performing Arts, Science and Physical Education and LOTE (Italian). Literacy Intervention and EAL programs are also a strong part of our school’s culture. Staff work in Professional Learning Teams learning and planning regularly together. Curriculum change is led and supported by a strong Leadership Team and in recent years; staff have developed a comprehensive understanding of strategies to explicitly teach Literacy and Numeracy.

The school is committed to the provision of a caring and challenging learning environment that equips children with the necessary skills to become well-adjusted and valued members of the community.

Selection Criteria

1. Educational Leadership

Outstanding capacity for visionary and exemplary educational leadership of a school or college.

Highly developed skills in leading and managing change including the leadership of others in the process of change.

2. Financial, Managerial and Administrative Ability

Outstanding financial, organisational and resource management skills.

3. Planning, Policy and Program Development and Review

Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

Demonstrated ability to implement Department policies to a high level.

An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

4. Leadership of Staff and Students

A highly developed capacity to motivate staff, develop their talents and build an effective team.

A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

5. Interpersonal and Communication Skills

Highly developed interpersonal and communication skills in individual, small group and community contexts

An ability to work with parents and the community to develop a strong learning environment.

Role

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

A probationary period may apply during the first year of employment and induction and support programs provided.

Perform a range of mechanical duties (including diagnosing and repairing)

Log book servicing

Who we are

Kmart Tyre and Auto Service is one of Australia’s leading service repair businesses with over 250 stores nationwide and more than 1,300 team members. You’ll be part of one of those store teams, repairing and maintaining a wide variety of vehicles while providing great service to our customers.

Unpaid Internship OpportunityAbout the Role The aim of the internship is to provide experience and training in a variety of tools and programs that will be beneficial in any future copywriting role. As part of The Lead Agency, you will be exposed to a number of clients in a variety of industries.We are looking for a Copywriter intern to join our team for 3 months and enrich our clients’ websites and other marketing materials with new blog posts, guides and copy. The internship is learning-led and we will endeavour to give the successful intern tasks in the areas that interest them most. In addition, their content will be published on a variety of digital mediums, which can be used to create a portfolio of work. Duties friendly content that will increase web traffic – Upload content to a range of digital media channels – Promote content on social media – Identify customers’ needs and gaps in our content and recommend new topics – Create content calendars for clients and assume responsibility for content being delivered on time – Assist with other general marketing tasks when requiredSEO guidelines to write SEO- Research industry-related topics using a combination of online sources, interviews and studies – Write clear marketing copy to promote our clients’ products and services – Proofread and edit content – Coordinate with marketing and design teams to illustrate articles – Conduct keyword research and use Reporting The Copywriter reports directly to the Lead Consultant who is responsible for their day-to-day work and employment requirements within the company.

Cranbourne East Secondary College is situated in the Hunt Club Estate in Cranbourne East. It is a Years 7 to 12 Secondary School. The school commenced in 2011, with an intake of around 150 Year 7 students. The school currently has an enrolment of around 1300 students.

Curriculum:

The School will offer a Curriculum Program for Years 7 to 10 students based on the Victorian Curriculum. In the Senior Years, students will have access to a wide range of VCE, VET and VCAL programs.

The Curriculum framework will be based on the principles of deep learning, high expectations of student outcomes and collaborative planning and learning. The curriculum will provide students with opportunities to be independent, active and reflective learners who take responsibility for their learning.

Values:

Cranbourne East Secondary College has recently reviewed their values and have commenced the process of embedding them in everyday college life. It is a school community based on the following values:

Personal Growth

Achievement

Respect

Responsibility

Classroom teachers at Cranbourne East Secondary will be flexible, collaborative team members committed to providing the best educational opportunities for their students.

Staff, volunteers and committee members of Cranbourne East Secondary College are required to observe child safe principles and expectations for appropriate behaviour towards, and in the company of, children, as set out in the College Child Safety Code of Conduct. All personnel of Cranbourne East Secondary College are responsible for supporting the safety, participation, wellbeing and empowerment of children.

Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching 7-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated ability to actively promote the safety and wellbeing of all students, in line with the Child Safe Standards.

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:- Have the content knowledge and pedagogical practice to meet the diverse needs of all students- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning- Supervise and train one or more student teachers- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

A probationary period may apply during the first year of employment and induction and support programs provided.

Protech Pest Control specialise in all areas of Pest Control services to Commercial and Domestic premises.

You aren't required to have any experience - we welcome all applicants as we will provide you with all training required.

Successful applicants will have the following attributes:

• Strong written and verbal communication skills.• Can work individually and as part of a team.• Friendly/positive attitude.• Problem Solving Skills.• Who is self-motivated and well presented.• Good driving history.• Reliable, has an enthusiastic approach and a can do attitude.• Hold a current Drivers Licence• Valid Working with children's check. (or must be able to obtain)• Physically fit with the ability to work in small spaces.

As part of the recruitment process you will be required to complete a medical, reference and police checks.

• If successful, further studies are required to complete Certificate III in Pest Management• We will provide on-going training• Full uniform and safety equipment• A fully equipped and maintained company vehicle• A company mobile phone or phone allowance• Overtime allowance and much more.

You must be an Australian Citizen or Permanent Resident at the time of submitting your application to be considered for this role.

To apply for this position, please respond to this add with a brief cover letter and resume or contact us on 1300 486 149.

Our client is a large, coeducational School in the Western Suburbs of Melbourne that has provided a fantastic school community environment for many years. The school has grown rapidly over the past several years, and they are looking for a dedicated and passionate Primary School Teacher to join their team.

This schools mission is to recognise the individuality of each person, and have that reflected in its teaching. Because of this, student numbers are growing, as is the need for high calibre staff, in particular an experienced Primary Teacher.

To secure this role you must be able to demonstrate the following: -

The ability to drive excellent student outcomes

Prior experience teaching primary age students

Fantastic classroom management skills

Excellent communication and presentation skills

Eager to take on extra-curricular activities and "get involved" with the school community

Diversity plays a major part in this school and therefore respect for all values and cultures that may be different to your own is essential. This is a successful and growing school with excellent facilities, who provide children with a high-quality level of education.

If you have the experience we are looking for, please forward you up-to-date Resume and cover letter today quoting reference number 200012083 or call Dee on 03 8554 2010

School Focused Youth Services - Administration Officer Fixed Term Full Time - to 20 December 2019

Band 4 - $62,052 - $66,805 (+ 9.5% super & RDO) The School Focused Youth Service (SFYS) is a partnership project between Hobsons Bay City Council, Wyndham City Council and the Department of Education and Training. The service aims to strengthen partnerships between local schools and agencies to implement targeted intervention projects addressing service gaps to support vulnerable children and young people 10-18 years.An opportunity exists for an administration officer with a passion for working in a team environment and supporting the implementation of strength based programs within primary and secondary schools to support students. You will have proven ability to plan and prioritise a diverse workload and provide a customer focused approach. It would be advantageous you have experience supporting program evaluation and reporting.

Funded by the Department of Education and Training, the role reports to the Project Officer-SFYS and is full time for a fixed term ending on the 20 December 2019. The successful applicant will be based with Hobsons Bay UP and may be required to perform duties across Wyndham and Hobsons Bay local government areas.A copy of the position description can be obtained by using the download feature below or by contacting our Customer Service team on 9932 1000.

For further information about the role contact Megan Nagy, Project Officer-SFYS on 9932 4027.

Applications must include a statement addressing the selection criteria and close Sunday, 9 June 2019.

An automated email will be sent upon receipt of your electronic application. Please re-submit your application if the auto reply has not been received or call (03) 9932 1092 if you are experiencing difficulty.

Hobsons Bay City Council is committed to the principles of Equal Opportunity and workplace diversity. We encourage a diverse workforce reflective of our community to better meet the needs of our customers.

Our school provides a unique learning and developmental experience for children as well as a vibrant community for families and staff members to enjoy. Set in extensive garden and treed grounds, the school provided a delightful environment where vegetables, herbs and fruit are grown, as chooks share the playground with children at recess and lunchtime. The school community shares a vision of helping children develop and achieve in their learning the full potential they bring as individuals to our school and their future society. The development of literacy and numeracy skills and understanding aims to give children the ability to explore their world and culture with a heightened sense of curiosity and wonder.

The Brunswick North West Primary School Outside School Hours Care Program is run as a not for profit service for families at the school who require care for their children, before and after normal school hours. We strive to deliver an exciting program that engages children’s interests, promotes healthy eating, positive relationships and sustainable environmental practices, in a warm and inviting atmosphere.

The BNWPS OSHC Philosophy

*PLAY*EXPLORE*CREATE*DISCOVER*CONNECT*

Our aim is to create a warm, inviting atmosphere where children feel welcome and safe, a place where children can relax, have fun with their friends, make new friends and be empowered to shape and control their world; a place where they belong, a place that belongs to them. All children are treated with gentleness, honesty and respect: all staff model this and encourage children to treat others in this manner.

We strive to build trusting, collaborative partnerships with families, the school and services that work with children, acknowledging the family as the first and most important educator in a child’s life. We aim for a consistent and compassionate approach where children are at the heart of every decision we make – the reason for our existence. We value these respectful relationships as the foundation of any rich and diverse learning community. We cultivate an

atmosphere where all children and families are actively welcomed to join us in celebrating diversity of thought and culture.

We provide an OSHC experience that is challenging and stimulating, enabling children to develop life and relationship skills by being introduced to a range of opportunities and also being involved in the planning, implementation and evaluation of those activities and daily routines. We value that children learn through play, and our program invites children to actively engage in creative and cultural experiences as well as sport and imaginative free-play. We value the natural world and create opportunities for children to play in natural settings and develop respect for the earth and all creatures that inhabit it. We regard ourselves as citizens of both a local and a global community and strive to model ecologically sustainable practices in our routines, inspiring children to be active agents for sustainability, influencing quality of life now and for the future.

We are committed to life-long learning and fostering a love of learning and believe that educators are important role models. The BNWPS OSHC service is committed to the principle of continuous improvement and engages in an on-going cycle of critical reflection, evaluation and action.

Selection Criteria

Qualifications as required under the National Quality Framework (Minimum level – you will need (or be actively working towards) a Diploma in OSHC or Children’s Services or a recognised teaching qualification, and demonstrated experience in the Outside School Hours Care field, or working with primary school aged children.

Knowledge and understanding of the developmental needs of children aged 5-12 years including those children with additional needs and those from other cultures.

The capacity to supervise an OSHC shift when the Coordinator is not in attendance and to supervise and support other OSHC staff.

Demonstrated ability to work effectively in a team environment.

Demonstrated ability to follow instructions and implement programs/plans as required under the guidance of the Coordinator.

The capacity to work cooperatively with a range of people including the Coordinator, OSHC staff, parents/families and children.

A commitment to working positively and respectfully with children, and creating a fun, warm and inviting atmosphere.

Knowledge of programming and planning for an OSHC service, and the ability to assist in the implementation of a program which reflects the diverse nature of the community and promotes equal opportunity principles.

A commitment to the school values and the service’s philosophy.

Working knowledge of the National Quality Framework and Framework for School Aged Care.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles (e.g. enrolled nurses) that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee’s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Responsibilities

Assist the OSHC Administrator/Coordinator in the effective management and operation of the Outside School Hours Care Program and supervise shifts when the Coordinator is not in attendance. (This includes Supervision of Before School Care Program and Supervision of After School Care, 5 days per week.

Help plan, implement and evaluate a stimulating and diverse program relevant to the development needs of children attending the program including those with additional needs

Help ensure that a range and choice of activities are offered and that they are age appropriate and cater for the different ages and developmental stages of the group

Provide a safe and happy environment for children and staff

Help establish and apply appropriate strategies that encourage positive behavior

Ensure that children are aware of the program rules and boundaries

Ensure that you, the staff and children are inclusive and respectful of all others in the program, and make new children welcome

Use resources effectively

Facilitate effective interaction between groups and individuals

Administer procedures that ensure the health and safety of those using the service

Implement daily activities and daily procedures

Help ensure the service operates within the guidelines of the National Quality Framework and the Framework for School Aged Care

Adhere to the National Quality Standard and the Education and Care Services National Law Act and Regulations

Work respectfully and positively with all children attending the service

Develop and maintain a positive partnership with parents, guardians and family members

Ensure important information is passed on to parents/guardians if anything arises during the shift

Communicate effectively and establish good working relationships with the OSHC Coordinator, OSHC Administrator and OSHC staff and as required with the School Principal, School teaching and administrative staff, OSHC Sub-committee, School Council and the School Community

Staff communication and supervision

Receive supervision and support from the Coordinator, and keep in constant communication with the Coordinator

Supervise and support staff in carrying out their duties and responsibilities for shifts when the Coordinator is not in attendance

Ensure all staff are operating within the guidelines of the National Quality Framework and the Framework for School Aged Care and adhering to current council, state and government legislation

Administration

Ensure that attendance rolls are signed, staff timesheets are signed, first aid forms are signed and any booking changes are noted

Complete accident, medical and medication administration records

Be familiar with the medical and dietary needs of children attending the service and ensure staff on shift are aware of these

Administer and record all medicines if children require medicine during the shift

Be familiar with the School Displan and the school’s emergency procedures and help take charge in the event of an incident

Assist in the administration of Qikkids as required

Who May Apply

Any person who meets the key selection critera as listed may apply to be considered for this position.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

OTHER INFORMATION

The OSHC Assistant Coordinator is employed to assist the OSHC Program Coordinator and supervise shifts when the Coordinator is not in attendance. The OSHC Assistant Coordinator works under the guidance of the Coordinator who has the overall and primary responsibility for the day to day management of the OSHC program and the staff (OSHC assistants).

A small number of non-contact hours are included to allow for preparation and clean up after each shift. Attendance at staff meetings, training, extra shifts, and any other extra duties will be paid on top of the allocated hours.

Conditions of Employment

Hours of Operation

The program runs from Monday to Friday every day of the school term (including curriculum days and pupil free days if the demand is high enough).

Before School Care (BSC): 7:00am – 8:45am

After School Care (ASC): 3:30pm – 6:00pm

On the last day of each term, the program hours are extended from 2:30pm – 6:00pm, and on the last day of the year from 1:30pm – 6:00pm.

The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers. It is a safe and supportive school where students are provided with flexible and individualised learning plans and personal support from a multidisciplinary wellbeing team. At the Pavilion, students work in small groups and participate in an academic program that adheres to standards set by the Victorian Department of Education and Early Childhood Development. Characterised by a calm and therapeutic environment and approach, The Pavilion School aims to provide a positive educational experience for all its students.

Teaching staff at the Pavilion develop individualised curriculum for each student and assess work according to VELS, VCE and VCAL learning outcomes. Pavilion staff have a proven ability to work with at-risk youth and experience in dealing with students with a complex range of personal issues. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the successful implementation of the Pavilion model can be maintained and enhanced.

The Pavilion School comprises of two campuses of Charles La Trobe College. Pavilion staff members are employed by Charles La Trobe College and all students are enrolled there. The Mill Park campus of the Pavilion is situated at the Westfield Shopping Centre in Mill Park, within the Whittlesea Youth Services building.

Selection Criteria

Demonstrated the implementation of/ or a strategy for how to implement a program such as the healthy food program.

Demonstrated a high level of organisational skills.

Demonstrated an ability to work autonomously.

Pavilion students often present with social and emotional difficulties. Describe some strategies you would use to work alongside young people who present with these challenges.

Role

This role will be based at the Preston Campus. The Preston campus students often present to school hungry and require healthy food and snacks to assist their learning. The food preparation worker will prepare simple, healthy food and snacks for students at the Preston Pavilion campus. This worker will be responsible for developing and implementing a healthy eating program for all students attending classes at the Pavilion (approx. 70 students per day).

Responsibilities

Development of healthy and balanced breakfast, lunch and snacks menu for Pavilion students.

Ordering food

Preparing food

Delivering food to classes and re-stocking of essential food items in student area.

General upkeep of the kitchen space and student Hub.

Other duties as directed by the Pavilion Coordinator

Who May Apply

Applicants will have experience working with children and young people in school or a similar setting and a willingness to work in a team and follow a shared philosophical approach and will

have a Responsible Serving of Food Certificate (RSA).

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

A probationary period may apply during the first year of employment and induction and support programs provided.

Edgars Creek Secondary College is a new school located in Epping North/Wollert. Edgars Creek Secondary College is providing students from Year 7 – 12 with the opportunity to access world-class educational facilities. It is a co-educational school that will form part of a wider education and community precinct, which along with the secondary college will include a primary school, a community activity centre and a council reserve. The College is now in its second year with over 230 year 7 and 8 students, It will grow year level by year level with the first Year 12 cohort in 2023.

The school has a state-of-the-art STEM building, with a series of science labs, flexible break-out spaces, and material tech and digital technology learning spaces. The spaces have been specifically designed to cater for contemporary teaching and learning approaches with a focus on interdisciplinary project-based learning in the areas of design, technology and the sciences. Edgars Creek Secondary College also includes an additional two-storey administration and library resource centre. Edgars Creek Secondary College is designed to be a school that is an important piece of community infrastructure with its facilities being used in the future for the delivery of both educational programs and community projects.

Vision:

Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community and global responsibility.

Mission:

Edgars Creek Secondary College is to provide an educational experience that will not just prepare students for future pathways in the 21st Century but stimulate students to see the possibilities for innovation and inspire them to create their own unique opportunities for the future be it through further education, training or business enterprises.

Aim:

Edgars Creek Secondary College aims to equip all young people with the skills and capabilities they need for economic, social and cultural success in the 21st century. The personalized learning needs of all young people will be catered for via a highly differentiated curriculum. This will be supported by the use of evolving technologies, collaborative and problem-based learning and strong literacy and numeracy core skills. Students will build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program.

Expectation:

At Edgars Creek Secondary College the expectation is that all teachers are committed to collaborating and in a multidisciplinary way while working in a professional learning community. All teachers are expected to develop and/or demonstrate a deep understanding of the College’s pedagogy (high impact teaching strategies; the work of Hattie and Marzano; data analysis) and the ability to action the Victorian curriculum while contributing to curriculum documentation to ensure the delivery of a guaranteed and viable curriculum. It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on teaching and re-teaching all students, behaviour expectations and routines.

Selection Criteria

SC1 Educational Leadership

Outstanding capacity for visionary and exemplary educational leadership of a school or college.

Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC2 Financial, managerial and administrative ability

Outstanding financial, organisational and resource management skills.

SC3 Planning, policy and program development and review

Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

Demonstrated ability to implement Department policies to a high level.

An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

SC4 Leadership of staff and students

A highly developed capacity to motivate staff, develop their talents and build an effective team.

A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

SC5 Interpersonal and communication skills

Highly developed interpersonal and communication skills in individual, small group and community contexts.

An ability to work with parents and the community to develop a strong learning environment.

SC6 Local criterion

Demonstrated capacity to lead and contribute to the establishment of a Middle School (Years 7–9 ) Program focused on improving student outcomes.

Role

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Please note Edgars Creek Secondary College reserves the right to contact colleagues other than those listed as referees.

A tour is available with College Principal, Joanne Camozzato on Monday, June 3rd at 5:00pm.Please register by emailing edgars.creek.sc@edumail.vic.gov.au.

Please note start date is negotiable.

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

A probationary period may apply during the first year of employment and induction and support programs provided.

NAB is seeking dynamic disruptors to join our Technology workforce through our Technology Internship program. A paid placement at NAB will give you the opportunity to do real work, accelerate your development, make friends and build networks that last a lifetime. Our Internship Program provides Australia's best and brightest students with opportunities for hands on, professional experience to kick start your career in Technology.

WHAT YOU'LL BE DOING Our Intern Data Analysts can work on a variety of tasks, in many different roles. We are focused on giving you the most exposure and experience that aligns with your development goals to pursue a career in Data Analytics. Some examples of types of tasks you may be doing include;

Regular production of monthly portfolios reviews including commentary and recommendations Finding innovative solutions to real life problems, and simplify the technology landscape wherever possible Use market leading tools and platforms Work with businesses to build agile, stable and secure models and platforms Get a view of cloud technologies, transitions and transformations Data wrangling and analysis Reporting and analytics (including modelling)

SKILLS & EXPERIENCE We're seeking talent students who have:

A passion and interest for technology and data analytics Strong communication skills written and verbal Creativity in problem solving and analytical thinking A great attitude and awesome personality

As an Intern Data Analyst at NAB you can be working with a variety of practiced and emerging data technologies, we ask that you have foundation exposure and experience in;

ELIGIBILITY Our technology internship program is open to students from the following eligible universities:

Monash Swinburne Deakin RMIT Federation University University of Melbourne

To be eligible to apply, you will:

Currently enrolled or finishing in studies aligned to the placements available; Hold Australian or New Zealand citizenship or confirmed Australian Permanent Residency status at the time of your application; Be enrolled or graduating at one of the eligible universities.

When applying, please select code GEN002 for data analyst roles. You will need a copy of your CV and your university transcript.